Name: Tammy Oldham

Grade Level: High School (Generally 10th)

Subject: Geometry
Title of Lesson: Trig Intro

Establishing the Lesson Framework

TEK: Geometry c9A: The student uses the process skills to understand and apply relationships in
right triangles.
Applicable Student Expectations: The student is expected to determine the lengths of sides and
measures of angles in a right triangle by applying the trigonometric ratios sine, cosine,
and tangent to solve problems.
Objective: The student will:
a. find the value of the trigonometric ratios (sine, cosine, and tangent) in reduced form
given a right triangle diagram;
b. find the value of trigonometric ratios (sine, cosine, and tangent) to the ten-thousandth
place for given angle measures of right triangles using a graphing calculator;
c. set up equations involving trigonometric ratios (sine, cosine, and tangent) that can be
used to find the value of a missing angle when given two side lengths of a right
triangle; and
d. solve equations involving trigonometric ratios for a missing angle measure.
Rationale: There are occasions when it is not possible to find certain heights or lengths. Applying
geometry, or in these cases trigonometry, allows us to find these lengths or heights using
information that can be obtained.
A fire truck arrives at the scene of a fire. The exact height of the building is unknown.
The firemen suspect that the ladder is not long enough. Can they determine this quickly
without pulling out the ladder? They know the distance the fire truck is from the building
and the length of their ladder. They can also estimate the angle from the firemans eyes to
the top of the building.
Bob wants to cut down an old, rotting tree in his front yard. The person he contacted to
do this job states that the charge is $5 per foot of height plus a $25 service charge. Bob
has allocated $150 for this job and is wondering if he has enough money. He cannot
climb the tree and he does not know how else to measure the height of the tree. He can
use a clinometer to measure the angle from his eye to the top of the tree. With this
information and the distance he is from the tree, he can now find the height of the tree in
his front yard. Does he have enough money?

Designing Supportive Learning Environments

Materials:
Resources

Teacher Use
How Tall is My Tree? File

Student Use

Technology

Finding Values of Trig Ratios

Handout
Trig Intro Around the
Classroom Cards (1 per page to
post on walls)
Tape
Trig Intro Around the
Classroom Activity Solutions

Trig Into Finding the Sums

Activity Answer and Work
Document and Solutions

Computer with Projector

Internet access
Graphing Calculator

Trigonometric Ratios
SohCahToa (Online Video &
MP4) 2:25 min
Getting Triggy Wit It (Online
Video & MP4) 1:28 min
Finding Trig Values of Right
Triangles (MP4) 4:41min
Solving Trig Ratios for
Unknown Angle Measures
(MP4) 3:41 min

Finding Values of Trig Ratios

Handout
Trig Intro Around the
Classroom Card Handout (6
to a page)
Trig Intro Around the
Classroom Activity Answer
and Work Document
Trig Intro Finding the Sums
Activity Answer and Work
Document
Sticky Notes (1 per student)
Computers
Internet access or
Downloaded MP4s
Graphing Calculators
Writing utensils & paper
Trigonometric Ratios
SohCahToa (Online Video &
MP4) 2:25 min
Getting Triggy Wit It (Online
Video & MP4) 1:28 min
Finding Trig Values of Right
Triangles (MP4) 4:41min
Solving Trig Ratios for
Unknown Angle Measures
(MP4) 3:41 min

Setting:
Students will be sitting in assigned groups of three or four when they enter they room and
have their initial group discussions. This is the standard seating arrangement for my class.
Students will remain in these groups for the Finding Values of Trig Ratios activity.
During the Around the Classroom activity, students will be walking around the room in
pairs. The directions state that each student is to be paired with someone who was not in
the original group. Very rarely will student pairs be on the same problem.
During the Finding the Sums activity, students can be in groups of their choosing as long
as they are with their partner and none of the other groups completed the same problems
(or letters) they did.
During closure, students will be back in their original seating assignments.
Materials for the day are stapled in a packet so that it is easy to keep track of. Students
will get these materials when they check their folder upon entering the classroom.
The school is one-to-one so students should have computers or a device, if needed.

Student Needs/Adaptations:
Note-taking Assistance:
o How Tall is My Tree?
Provide the student a copy of group members paper.
Student may use group members paper in class share out, if needed. Note:
The student must understand the notes that are being shared.
o Finding Values of Trig Ratios
#2: Write sin x = ; cos x = ; tan x = .
#3: Provide work for part a.
#4: Provide first two decimal places for parts a and b with two blanks
following for students to finish.
Reduced Work:
o How Tall is My Tree?
Only write down the most important ideas.
Student may use group members paper in class share out, if needed.
o Finding Values of Trig Ratios
#2: Write sin x = ; cos x = ; tan x = .
#3: Only complete parts a, b, c, and f.
#4: Provide the first two decimal places for part a with two blanks for
students to finish. Only complete parts a, b, and c.
Reduced Written:
o How Tall is My Tree?
Only write down the most important ideas.
Student may use group members paper in class share out, if needed.
o Finding Values of Trig Ratios
#2: Write sin x = ; cos x = ; tan x = .
#4: The question that follows part d does not have to use complete
sentences.
ELL
o Pre-Assessment and Post Assessments
Add diagrams with labels
Highlight important words
o In Class Activities
Mentor student for further explanation
If mentor student is not available, then use of digital translator or
dictionary
Draw diagrams, pronounce important math words while pointing at to help
student realize importance, and show all work at a pace that student can
indicate there is a problem when one occurs.

Instructional Strategies:
Activity prior to class: Watch videos
Trigonometric Ratios SohCahToa (Online Video & MP4) 2:25 min
Getting Triggy Wit It (Online Video & MP4) 1:28 min
Finding Trig Values of Right Triangles (MP4) 4:41min

Solving Trig Ratios for Unknown Angle Measures (MP4) 3:41 min

Introduction/Focus: How Tall is My Tree? (show this on board via projector)

Students will work in groups while teacher walks around observing and listening for
about three minutes.
Groups share out to class.
No absolute answers will be given. We will return to this problem on another day after
we have learned how to apply the trig ratios.
Instructional Procedure:
Sharing Time
o Discuss the mistake made on one of the videos. Explain that I had not put my
calculator in degree mode and it makes a big difference.
o Topic: State one thing from the videos that you feel will be helpful as we begin
working on trig.
o Students will initially share in their groups for two three minutes. Teacher will
walk around observing and listening to group conversations. Teacher will record
any interesting comments along with student name that she wants shared out with
the class.
o Using a random number generator from the graphing calculator and a class roll
sheet, have random students share out an idea. Also, call on recorded students if
they did not have the opportunity to share. Allow students to share other ideas if
someone feels something was left out. Answer any questions and allow any
elaborations.
Group work Finding Values of Trig Ratios
o Students will complete in groups.
Around the Classroom Activity
o Directions are on the handout
o Student pairs are to be formed by pairing up with someone who is not a member
of the original group. Student pairs are to complete.
o Teacher walks around the student pairs listening, checking work, discussing with
students, etc.
Finding the Sums Activity
o Directions are on the handout
o Student pairs may work with another student pair as long as the other student
pairs did not complete the same initial problems.
o Teacher walks around the student pairs listening, checking work, discussing with
students, etc.
o Student pairs check sum with teacher. If student pairs have the wrong sum,
students are to return to work on problems or ask questions if there is some
confusion.
Extension
o For students who finish early, work on the initial focus problem trying to obtain
an answer.
o Students will need to determine actual measurements to work this out. The
students may need help determining this idea.

o Answers will vary based on individual measurements.

Closure:
Classroom Discussion
a. Review the mnemonic for trig ratios write on board
b. Review the formulas for sine, cosine, and tangent write on board
c. Given a right triangle with an acute angle labeled A and the opposite side labeled k
and the hypotenuse labeled y, write the equation using the appropriate trig ratio.
Green Light, Yellow Light, Red Light
o Students will be given a sticky to respond to one of the following statements. The
student decides which color to place on. Upon completion of writing the
statement, students will place on the Stop Light in the classroom.
The student completes the statement, I understand . This goes on the
green light.
The student completes the statement, I considered . This goes on the
yellow light.
The student completes the statement I was confused . This goes on
the red light.

Evaluation Strategies:
Pre-Assessment: This was made using dynamic problems so that a number of different numbers
can be used on multiple versions of the assessment.
a. Given diagrams of acute isosceles triangles (with markings for isosceles), acute scalene
triangles, equilateral triangles (with markings for sides), right scalene triangles (right
angle marked and unmarked), right isosceles triangles (right angle marked and
unmarked), obtuse scalene triangles, obtuse isosceles triangles (with markings for
isosceles), identify the right triangles.
b. After drawing a right triangle with given information and an angle measure for one of the
acute angles, find the measure of the other acute angle.
c. Make a conjecture about the sum of the acute angles of a right angle.
d. Given a diagram of a right triangle, identify the hypotenuse by highlighting and writing
its name using segment notation.
e. Reduce given fractions.
Formative:
Check of student notes
Monitoring of class and group discussions
Monitoring of work
Exit slips Green Light, Yellow Light, and Red Light
Summative: This was made using dynamic problems so that a number of different numbers can
be used on multiple versions of the assessment.

a. Write the value of the trigonometric ratios (sine, cosine, and tangent) in reduced form
given a right triangle diagram by applying the trig ratio definitions and simplifying
fractions for three different right triangles;
b. Write the value of trigonometric ratios (sine, cosine, and tangent) to the tenthousandth place for given angle measures of right triangles using a graphing
calculator by using the calculator to find the decimal approximation for trig ratios of
given angles for two angle measures;
c. Set up equations involving trigonometric ratios (sine, cosine, and tangent) that can be
used to find the value of a missing angle when given two side lengths of a right
triangle by writing equations using the trig ratios for three different triangles; and
d. Solve equations involving trigonometric ratios for a missing angle measure by using
the graphing calculator to find the inverse trig ratio of the given fraction for two
equations from part c.
Rubric for Pre-Assessment:
Criteria 1
a. Given diagrams of
triangles, identify the
right triangles. (#1)
b. After drawing a right
triangle with given
information and an angle
measure for one of the
acute angles, find the
measure of the other
acute angle. (#2)
c. Make a conjecture
about the sum of the
acute angles of a right
angle. (#3)
d. Given a diagram of a
right triangle, identify the
hypotenuse by
highlighting and writing
its name using segment
notation.

e. Reduce given fractions.

Did not circle any

acute or obtuse
triangles.
(0 5 points)

Criteria 2
Did not circle any
triangles that appeared
to be right but were
missing the right
triangle label.
(6 8 points)

Correctly labeled
right angle and
information from
problem.
(0 3 points)

Correctly found the

measurement of the
missing angle using
geometric properties.
(4 9 points)

Made a
conjecture.
(0 2 points)

The conjecture
addresses the intent of
the question.
(3 5 points)

Correctly
identifies the
hypotenuse as
being across from
the right angle.
(0 3 points)
Answers are
written as
fractions and a
reduction was
attempted.

Correctly names the

hypotenuse using
segment notation.
(4 5 points)

The correct reduced

fraction is written.
(4 7 points)

Criteria 3

The conjecture is
based on the
previous work.
(6 10 points)

(0 3 points)
Rubric for Post Assessment:
a) find the value of the
trigonometric ratios (sine,
cosine, and tangent) in
reduced form given a right
triangle diagram (#1 3)
b) find the value of
trigonometric ratios (sine,
cosine, and tangent) to the
ten-thousandth place for
given angle measures of right
triangles using a graphing
(#4 5)
c) set up equations involving
trigonometric ratios (sine,
cosine, and tangent) that can
be used to find the value of a
missing angle when given
two side lengths of a right
triangle (#6 8)
d) solve equations involving
trigonometric ratios for a
missing angle measure
(#9 10)

Criteria 1

Criteria 2

Criteria 3

Identify the
correct trig ratio
name.
(0 3 points)

Write the correct

fraction for the
trig ratio named.
(4 - 6 points)

Reduce the
fraction, if
necessary.
(7 - 8 points)

Calculator was in
degree mode.
(0 3 points)

In writing the
answer, the correct
digit was stopped
on.
(4 5 points)

The answer was

rounded correctly.
(6 8 points)

Identify the
correct trig ratio
name.
(0 3 points)

Write the correct

fraction for the
trig ratio named.
(4 - 7 points)

Put the pieces

together and write
the equation
correctly.
(8 - 10 points)

Calculator was in
degree mode.
(0 3 points)

The correct work

was written using
inverse notation.
(4 - 6 points)

The information
was typed into the
calculator
correctly.
(7 - 8 points)